Abstract
This paper determined the effects of implementing the Prepare, Perform, Process, Ponder, and Practice (5Ps) learning model in teaching ninth-grade students’ growth mindset in mathematics. This study employed the quasi-experimental design and mixed-method research approach to answer the research questions with 60 ninth-grade students at a public secondary high school in the Philippines. The study administered a growth mindset questionnaire, informal interviews, learning journals, and Focus Group Discussions (FGD) on identifying learning experiences and mindsets of the students. Findings presented that employing the 5Ps learning model significantly influences students' mindset in mathematics. Meanwhile, traditional teaching does not significantly affect students' mindset in mathematics. The implementation of the 5Ps learning model has a significant positive effect on students' growth mindset in mathematics. The results of the study are limited merely to the participants included in the study; similar research utilizing the 5Ps learning model to other learning areas with a larger sample is recommended for more generalizable results.
Highlights
Wherein progressive schools designed play a crucial role as center of curriculum to teach students about mathematical concepts through firsthand experiences and at the same time possess fun while learning
The study of Mazana, Montero, and Casmir (2019) revealed that students exhibit a positive attitude towards mathematics, but their attitude is less positive when the students move to higher levels of education
With the significance of developing a growth mindset among students and considering the change of students' learning preferences and instruction modes, to the objective of this study is to investigate the effects of utilizing the 5Ps learning model in teaching to the students' growth mindset in mathematics
Summary
The study of Mazana, Montero, and Casmir (2019) revealed that students exhibit a positive attitude towards mathematics, but their attitude is less positive when the students move to higher levels of education It displays that as the students’ grade level increases, their interest and positive attitude towards mathematics decreases, and it becomes a challenging subject to learn and appreciate as students develop fixed mindsets. Dweck (2016) further asserted that with a growth mindset, students will be able to work hard, perform more effort, and learn effectively, displaying a desire for challenge and resilience of the failure. Students with a fixed mindset believe that they are intelligent or not wise in mathematics
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